Big Idea:
Will Yoon finally write her name on the paper? Will she make a friend? What does a CUPCAKE have to do with it?

Today, I reread the second part of My Name is Yoon, by Helen Recorvits. As we read, I will be asking text dependent questions that ask the students to infer. These questions ask them dig deeper into the text and combine it with what they know to answer.

I continue to use the graphic organizer to demonstrate how Yoon's character responds to the challenge of being in a new school, a new country. I will continue to ask the students to look at her feelings, thoughts, and actions to use as evidence as to how she responds. I work with English Language Learners and they benefit much from visuals. This graphic organizer helps my student grapple with the core ideas relationships of events I want them to understand in viewing the trajectory of Yoon's growth/development.

Lesson Opening:

I start with my students on the rug and frame the lesson to them by sharing the objective. I bring out the fable of the Lion and the Mouse again. I review with them the three questions we discussed yesterday. I answer the questions for them, and I explain how the Lions changes and why he changes. Also, I refer back to the text to show them what the Lion is thinking, saying, and doing. We talk about these questions:

How is the Lion in the beginning?

How is the Lion in the middle of the story?

How is the Lion at the end?

I use these questions because I want them to notice to what the Lion thinks, says, and does throughout the story.

Then, I ask them to turn to their carpet partner. I engage them in a pair-share where I ask, "What is My Name is Yoon about?" I do to focus them on the text that we will rereading and to activate their prior knowledge. My students benefit from much academic talk and I like to give them as much practice as possible.

We read the rest of the story with them with text dependent questions. These questions hone in what the main character is thinking, feeling, saying, and doing in terms of how she is responding to living in a new country.

These questions mostly start with "how" and "why," and, while they can go back into the text to find the evidence, they do need to infer to answer many of them. To lend support, I model for them some questions and provide linguistic support with the frames:

I notice ...

I see ...

To reread this section of the story, I mostly use the cloze reading method (as I read, I leave out a word, and the students read it chorally). This helps me keep them accountable.

Resources (1)

Resources

I ask the students to stand up so that we can stretch and breathe deeply. I direct the students in taking deep breaths, in stretching arms and legs, neck, and/or any other body parts. Sometimes, I have them have a water break. In my class, we are continuously having discussions about how to feed our brains.

Today, I continue with guiding my students in finding evidence about what Yoon is thinking, saying, and doing in the middle and ending of the text to demonstrate how she is responding to being in a new country. I use the large graphic organizer because my students benefit from visuals and I can easily point to how Yoon is at the beginning and how she is at the end.

To help students locate what the character is thinking, saying, and doing, I direct them to a particular page and I pose questions to them:

Where in the page does it show what the main character is thinking?

What is she saying?

What is she doing?

I do one example at a time and use pictures, words, or phrases and record them on the chart. Then, the students transcribe on their own graphic organizer that I created to analyze the character. I am looking for them to read the actual sentence in which these details describe how she is thinking, what is saying, and what is she doing.

(To prepare for this lesson, it is important to have in mind the images/words one will be drawing and using to not prolong the lesson.)

I invite you to think about the pages you want to stop and ask questions about given the needs of your classroom/students.

I am looking for them to use evidence from the story, and I am looking for them to use complete sentences and to use transitional words such as: first, next, then, after that, and finally.

They can reference the large graphic organizer or their anthology to write.

I walk around and lend support. Some will need help with spelling. Others will need direction to where they can find information to answer the questions. Others will be need to be motivated to stay on task.

I let them know that as they finish, they may illustrate their work. Illustrating their work helps those who finish early on busy while the others finish.